Initial Licensure Field Evaluation 1.

#262
COMPLETE
Collector: Web Link 3 (Web Link)
Started: Friday, October 06, 2023 10:49:02 AM
Last Modified: Friday, October 06, 2023 11:00:54 AM
Time Spent: 00:11:51
IP Address: 216.54.92.22

Page 1: Placement Information

Q1
Student Teacher's Name

Kaitlyn Kirkpatric

Q2 White or Caucasian

Student Teacher's Race

Q3 Elementary Education, PreK-6

Student Teacher's Endorsement Area

Q4 Fifth Grade

Placement Grade Taught

Q5
Internship Start Date (MM/DD/YYYY)

8/21/23

Q6
Internship End Date (MM/DD/YYYY)

12/8/23

Q7
School of Student Teaching Placement

Centerville Elementary

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 Initial Licensure Field Evaluation 1.0

Q8 Virginia Beach City Public Schools

School Division

Q9
Evaluator's Name (First Last)

Dr. Jenny Sue Flannagan

Q10
Evaluator's Email. We will return a PDF copy of your report to this address.

Email Address: jennfla@regent.edu

Q11 University Supervisor

Evaluator's Position/Role

Q12 Final Week of Placement

What time period is this evaluation for?

Page 2: Standard One: Professional Knowledge

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Q13
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Addresses relevant curriculum standards. Effective

Integrates key content elements and facilitates students’ use of Effective

higher-level thinking skills in instruction.

Demonstrates an ability to link present content with past and Effective

future learning experiences, other subject areas, and real-world
experiences and applications.

Demonstrates an accurate, current, and specific knowledge of Effective

the subject matter and a working knowledge of relevant
technology.

Bases instruction on goals that reflect high expectations for all Highly Effective
students commensurate with their developmental levels.

Demonstrates an understanding of appropriate accommodations Effective

for diverse learners and students learning in unique contexts
(e.g., English learners, gifted learners, students with special
needs, etc.).

Uses content-specific language, correct vocabulary and Effective

grammar, and acceptable forms of communication as they relate
to a specific discipline and/or grade level.

Q14
Please comment on the teacher candidate's overall performance in the area of professional knowledge.

Lesson plans and lesson show an understanding of content and set high expectations for students.

Page 3: Standard Two: Instructional Planning

Q15
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Analyzes and uses multiple sources of student learning data to Effective

guide planning.

Plans accordingly for pacing, sequencing, content mastery, Effective

transitions, and application of knowledge.

Consistently plans for differentiated instruction. Effective

Aligns lesson objectives to the school’s curriculum and student Effective

learning needs.

3/9
 Initial Licensure Field Evaluation 1.0

Q16
Please comment on the teacher candidate's overall effectiveness of instructional planning.

Kaitlyn plans are effective and there were examples of attempts at differentiated groups. Continue to work on refining and creating, as
your data indicates the need, tiered assignments. Use data to drive groups and make the activities targeted towards what students
need to improve.

Page 4: Standard Three: Instructional Delivery

Q17
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Builds upon students’ existing knowledge and skills. Effective

Differentiates the instructional content, process, product, and Effective

learning environment to meet individual developmental needs.

Motivates students for learning, reinforces learning goals Effective

consistently throughout the lesson, and provides appropriate
closure.

Develops higher-order thinking through questioning and problem- Highly Effective

solving activities.

Uses a variety of appropriate instructional strategies and Highly Effective

resources to encourage active student engagement.

Uses appropriate instructional technology to enhance student Effective

learning in the classroom or in a virtual setting.

Communicates clearly, checks for understanding using multiple Effective

levels of questioning, and adjusts instruction accordingly.

Q18
Please comment on the teacher candidate's overall effectiveness of instructional delivery.

Although she is a pre-service teacher, Kaitlyn already uses a variety of instructional strategies and cooperative learning structures.
She uses a variety of call and response tools to manage classroom attention.

Page 5: Standard Four: Assessment of and for Student Learning

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Q19
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Uses pre-assessment data to develop expectations for Effective

students, to differentiate instruction, and to document learning.

Uses a variety of formal and informal assessment strategies Effective

and instruments that are valid and appropriate for the content,
for the student population, and for the setting (e.g., in-person or
virtual).

Aligns student assessment with established curriculum Effective

standards and benchmarks.

Uses assessment tools for both formative and summative Effective

purposes to inform, guide, and adjust students’ learning and
supports.

Collects and maintains a record of sufficient assessment data to Effective

support accurate reporting of student progress

Communicates constructive and frequent feedback on student Effective

learning to students, parents/caregivers, and other educators, as
appropriate.

Q20
Please comment on the teacher candidate's performance in the area of assessment of and for student learning.

Kaitlyn is using a variety of exit tickets. Continue to refine those and use the data to modify what students are doing in your small
groups.

Page 6: Standard Five: Learning Environment

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 Initial Licensure Field Evaluation 1.0

Q21
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Establishes clear expectations, with student input, for Effective

classroom rules and procedures early in the school year and
enforces them consistently and fairly.

Maximizes instructional time and minimizes disruptions. Effective

Establishes a climate of trust and teamwork by being fair, Highly Effective

caring, respectful, and enthusiastic.

Encourages student engagement, inquiry, and intellectual risk- Effective

taking.

Promotes respectful interactions and an understanding of Effective

students’ diversity, such as language, culture, race, gender, and
special needs.

Actively listens and makes accommodations for all students’ Effective

needs, including social, emotional, behavioral, and intellectual.

Addresses student needs by working with students individually Effective

as well as in small groups or whole groups.

Promotes an environment − whether in person or virtual − that is Effective

academically appropriate, stimulating, and challenging.

Q22
Please comment on the teacher candidate's overall effectiveness in creating an environment conducive to learning.

Kaitlyn is positive in the classroom and she manages the classroom by moving around the room.

Page 7: Standard Six: Culturally Responsive Teaching and Equitable Practices

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 Initial Licensure Field Evaluation 1.0

Q23
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Fosters classroom environments that create opportunities for Effective

access and achievement by acknowledging, valuing,
advocating, and affirming cultural and social diversity in all
aspects of the learning process, including for gender, race,
ethnicity, English Language Learners, and students with
disabilities.

Builds meaningful relationships with all students anchored in Effective

affirmation, mutual respect and validation utilizing culturally
responsive teaching practices, and by modeling high
expectations for all students.

Analyzes, selects, and integrates texts, materials, and Effective

classroom resources that reflect cultural inclusivity and the
needs of all students, including for gender, race, ethnicity,
English Language Learners, and students with disabilities.

Uses communication strategies that are inclusive of the Effective

language, dialects, cultural, social and literacy needs of all
students (including gender, race, ethnicity, English Language
Learners, and students with disabilities).

Q24 Respondent skipped this question

Please comment on the teacher candidate's overall

effectiveness in culturally responsive teaching and
inclusive practices.

Page 8: Standard Seven: Professionalism

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 Initial Licensure Field Evaluation 1.0

Q25
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Adheres to federal and state laws, school and division policies, Effective
ethical guidelines, and procedural requirements.

Maintains positive professional behavior (e.g., appearance, Effective

demeanor, punctuality, and attendance).

Works in a collegial and collaborative manner with Effective

administrators, other school personnel, and the community to
promote students’ well-being, progress, and success.

Builds positive and professional relationships with Effective

parents/caregivers through frequent and appropriate
communication concerning students’ progress.

Serves as a contributing member of the school’s professional Effective

learning community through collaboration with teaching
colleagues and staff.

Q26 Respondent skipped this question

Please comment on the teacher candidate's

professionalism throughout the period of observation.

Page 9: Standard Eight: Student Academic Progress

Q27
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Uses precise language, correct vocabulary and grammar, and Effective

acceptable forms of oral and written communication.

Sets acceptable, measurable, and appropriate achievement Effective

goals for student learning progress based on baseline data.

Documents the progress of each student throughout the year. Effective

Provides evidence that achievement goals have been met, Effective

including the state-provided progress data when available as
well as other multiple measures of student academic progress.

Uses available performance outcome data to continually Effective

document and communicate student academic progress and
develop interim learning targets.

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 Initial Licensure Field Evaluation 1.0

Q28
Please comment on the students academic progress throughout the period of observation.

Kaitlyn is able to discuss student learning progress and is able to discuss how her lessons can impact student learning. In our debrief
today, she was able to discuss how the pacing of the lesson impacted what students knew and how she would do it differently. Very
reflective.

9/9